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10-1-R-3

Page history last edited by Kida Upshaw 5 years, 6 months ago

Standard 1: Speaking and Listening
Students will speak and listen effectively in a variety of situations including, but not limited to, responses to reading and writing.

READING: Students will develop and apply effective communication skills through speaking and active listening.
10.1.R.3 Students will engage in collaborative discussions about appropriate topics and texts, expressing their own ideas clearly while building on the ideas of others in pairs, diverse groups, and whole class settings.
Student Actions	Teacher Actions

Students will participate in a variety of discussions within different group settings.
Students will expand on the ideas of others during discussions.

Teachers use various grouping strategies to ensure students engage in conversations with diverse groups.
Teachers encourage student-to-student dialogue during discussions.
Teachers remind students to reference other students’ comments before adding to the previous idea.
Teachers propel conversations by posing clarifying questions and responding to questions of their students.
Teachers monitor and provide opportunities for students to receive feedback.

Supporting Resources

ELA OAS Glossary pg. 3

Mount Holyoke guideline for evaluating students speaking in the classroom

Collaborative discussions provide opportunities for speakers and listeners to use dialogue and interaction to raise issues, explore ideas, make claims, discover differences, and find ways to explore all aspects of English Language Arts.

Collaborative discussions may be in the form of a Socratic seminar (additional video resource), debate, literature circles, discussion wall, or may combine students in small or large discourse communities.

Collaborative discussions work best when students are prepared for the discussion. It is helpful to have a list of meaningful questions and comments related to the topic and/or text to further the discussion in the case of a lull.
Discussion occurs organically within other lessons. It can be taught intentionally as the focus of a lesson but is also effectively taught within the lessons of other standards.
Providing opportunities to practice the delivery of presentations and allowing time for feedback from teachers or peers equips students with confidence prior to actual presentation time.